Mathematics Syllabus
Grade 2
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Mathematics: Grade 2
Learning and Teaching in Grade Two
The Grade Two child has acquired the basics of number, measurement,
data handling and shape in Grade One. All these areas of mathematics are
now extended. Hopefully the children have enjoyed learning mathematics
in Grade One and it is important that this enjoyment continues. The
songs, rhymes and games in Grade One should be continued in Grade
Two.
It should also be continually emphasized to the children that mathematics
is connected with their every day lives and many word problems
associated with their home life and their environment should be given.
Mathematics is a hierarchical subject. So the ability to proceed to new
work often depends on knowledge of one or more pieces of work that
have gone before. If children do not grasp the concepts correctly at this
stage they may find problems later. The first thing to do in Grade Two is
to revise carefully all the work of Grade One. In Grade Two you will
notice that as in Grade One the rate of learning varies greatly from child
to child. Whenever a child is seen to have a problem remedial work
should be given by making time to help them catch up.
Another important point is that the teaching should be varied at this level.
Try to find opportunities to include
• exposition by the teacher;
• discussion between teacher and children and between children
themselves;
• appropriate practical work;
• consolidation and practice of fundamental skills;
• problem solving, including the application of mathematics to
everyday situations.
The syllabus indicates the contents that should be completed within 150
periods. The number of periods of the year beyond this are at the disposal
of the teacher for final revision work, tests and other activities.
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Mathematics: Grade 2
The Learning Objectives for Grade Two
In Grade Two all lessons should be directed towards:
• developing the pupil’s ability in calculation.
• developing the students’ ability in thinking and interpreting.
• enabling students to work neatly and accurately.
• enabling students to apply what they have learned in school to their daily life.
• developing the student's problem solving abilities
To achieve these life skills objectives the following mathematics learning objectives should be reached by the end of Grade Two.
Students should be able to:
• read and write whole numbers up to 1000.
• perform the four fundamental operations on whole numbers up to 100.
• solve simple word problems that lead to addition and subtraction of whole numbers up to 100.
• apply the commutative properties of addition and multiplication on whole numbers up to 100
• identify common ones of length, capacity and weight
• identify fractions ½, ¼, ¾, and 1/3
• recognize common shapes in the environment and draw them
• add and subtract using Ethiopian currency
• read an analogue clock in hours, half hours and quarter hours
• collect and tabulate simple data
• complete and make up patterns
• solve simple problems using the four operations.
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iv
Mathematics: Grade 2
Unit 1: Addition and subtraction up to 100 (54 periods)
Unit outcomes: Students will be able to:
• count, read, write, compare and order whole numbers up to 100
• add whole numbers whose sums are less than 100 without and with carrying.
• subtract 1- and 2-digit number from 2-digit numbers without and with borrowing
• identify the relationship between addition and subtraction of numbers.
• solve word problems using addition and subtraction.
Competencies
Students will be able to:
Contents
1. Addition and subtraction
up to 100
1.1 Revision of whole
numbers up to 100
(4 periods)
• count, read and write
whole numbers up to
100
• identify places in a place
value table in 1s and 10s
• compare and order
numbers up to 100
• compare whole numbers
up to 100 using the
symbols "<" , ">" and “=”
• calculate the sum of two 1.2 Revision of addition
and subtraction up to
whole numbers whose
20 (4 periods)
sum is less than 20 using
the symbols + and =
Teaching and learning activities and resources
• Using flash cards, concrete object, the number line and/or
abacus students count, read and write numbers up to 100
• Students identify place vale of whole numbers up to 100
• Using the number line students compare and order whole
numbers up to 100
• Students continue to compare whole numbers using the
symbols
• Ask students to count
numbers onward and
backwards from a given
number up to 100
• Ask students to compare
two numbers less than 100
• Students revise addition and subtraction up to 20 by using
pictures of objects and solving examples in class like
completing addition walls like these
• Ask students to determine
sum and difference of
whole numbers whose
sum is less than 20.
17
• find the difference of
two whole numbers up
to 20 using the symbol
– and =
• solve simple problems
and word problems
leading to sum and
difference of whole
numbers up to 20.
Assessment Techniques
10
5
19
7
5
15
2
5
• Using addition students compare numbers by using symbols
" > ", " < "and "=" like.. 3 + 4 >4
• Helping students to obtain the values of variables by
substitution giving them mathematical equation like
5+ =
19
• Give word problems and
missing number problems
using symbols for students
to solve like ‘Put in the
missing symbols for
19 ? 10 ? 9’
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Mathematics: Grade 2
Competencies
• add a one digit number
to a two digit numbers
without carrying
• subtract a 1-digit number
from a 2-digit number
without borrowing
• justify the result of
subtraction problem by
means of addition
• solve simple word
problems using
addition/subtraction of
one digit number to/
form two digit numbers.
• add 1-digit whole
numbers to 2-digit whole
numbers with carrying
• subtract 1-digit whole
numbers from 2-digit
whole number with
borrowing.
Contents
Teaching and learning activities and resources
• Students solve and make up word problems like. Abebe's
father paid income tax 12 birr last month. This month he
paid 4 birr more. How much is this month's tax?
Assessment Techniques
1.3 Addition and
subtraction of a 1-digit
number to/from 2-digit
numbers without
carrying/borrowing
(7 periods)
• Students do examples adding a 1-digit number to a 2-digit
number like 34 + 5 without carrying
• Students do examples subtracting a 1-digit number from a 2digit number like 39 - 5 without borrowing
39 - 5 = 30 + 9 - 5= 30 + 4 = 34
• Students recognize and use the relationship between addition
and subtraction like 35 + 20 = 55 is also 55 – 20 = 35
• Students solve simple word problems that lead to addition or
n subtraction 1-digit number to/ from two digit numbers
without carrying/borrowing like “Ayele sold 23 eggs in the
morning. In the afternoon he sold 4 eggs only. How many
eggs did he sell in the whole day?”
• Give students problems of
addition/subtraction of one
digit number to/from two
digit numbers as class and
home works and check
their work.
• You can ask some of the
students to solve problems
of subtraction on the board
by means of addition.
1.4 Addition/subtraction
of a 1-digit number to a 2digit numbers with
carrying/borrowing
(10 periods)
• Students add a 1-digit number to a 2-digit number with
carrying starting with those whose sum is a multiple of 10
like. 46 + 4 and then continuing like. 57 + 8 begin by using a
number line
• Students solve and make up simple problems and word
problems that lead to such addition. They also solve number
trees for addition with 2-digit numbers
• give students exercises in
adding 1-digit number to a
2-digit number with
carrying
• Students subtract 1-digit numbers from a 2-digit whole
number involving borrowing using examples like.35 - 9
T
3
2
O
5
9
6
• Allow students to practice the operations through different
exercises.
• Students solve and make up word problems that lead to such
subtraction involving everyday life situations
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Mathematics: Grade 2
Competencies
Contents
• add two 2-digit whole
numbers without
carrying
• subtract two 2-digit
numbers without
borrowing
• solve and make up word
problems leading to
addition/ subtraction of
2-digit numbers without
carrying/borrowing
1.5 Addition/subtraction
of two 2-digit whole
numbers without
carrying/borrowing
(10 periods)
• add two 2-digit numbers
with carrying
• subtract two 2-digit
numbers with borrowing
1.6 Addition/subtraction
of a 2-digit number
to/from a 2-digit number
with carrying/borrowing
(15 periods)
Teaching and learning activities and resources
• Students do examples using addition and subtraction of 2digit numbers without carrying like 14 + 51 or
T
1
+5
O
4
1
• Students solve simple word problems leading to addition of
two digit numbers with no carrying. (word problems include
issues like environmental protection, saving, tax, etc.)
• Students add and subtract 2-digit numbers using examples
like 74 + 23 = ? and 53 – 14= ?
• Students check results of subtraction by addition
like. 94 - 37 = 57 because 57 + 37 = 94
Assessment Techniques
• Give exercises on addition
of two digit whole
numbers
• Give simple word
problems related to
students real life using
addition and subtraction
• Give exercises as a
class/home work on
subtraction of two digit
numbers
9
2
74
18
• Students solve and make up word problems leading to
addition and subtraction of 2-digit numbers.
• solve and make up
simple problems and
word problems using
addition and subtraction
with 2-digit numbers
• add three 2-digit
numbers
• identify subtraction
problems which have no
solution
1.7 Word problems
involving addition and
subtraction up to 100
(4 periods)
• Students solve and make up problems using words, symbols,
patterns like “I think of a number and then add 35. If my
answer is 72 what number did I think of?”
Fill in the missing numbers in this pattern 54, 52, - ,48, 44, -.
Last month there were 35 registered HIV victims. This month
the number of victims has become 47. What is the increment
from the last month?
• Students discover how to add three 2-digit numbers
• Students identify and give reason for subtraction problems
that have no solution
• Example: 79 - 82, 40 - 70
• Give them some
differences of numbers
and let them identify those
having solution and those
with no solutions
• Ato Asefa produced 42
hand made pots last week.
This week he became ill
and produced only 28
pots. How many pots did
he miss?
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Mathematics: Grade 2
Unit 2: Multiplication and division up to 100 (40 periods)
Unit outcomes: Students will be able to:
• multiply and divide whole numbers up to 100 by 2 and 10 without remainder
• multiply by 0 and 1 and divide by 1 whole numbers up to 100
• multiply and divide whole numbers up to 100 by 1-digit numbers and 10
• solve word problems using multiplication and division by 1-digit numbers and 10.
Competencies
Students will be able to:
• multiply by 2 and 10 up
to product 100
• identify and use the
symbol x and the
mathematical concepts,
"factor", "product"
• divide up to 100 by 2 and
10 (no remainder)
• solve word problems
using multiplication and
division of 2 and 10
Contents
2. Multiplication and
division up to 100
2.1 Multiplication and
division by 2 and 10, no
remainders (revision)
(10 periods)
Teaching and learning activities and resources
• Students revise multiplication by 2 and 10 using repeated
addition and counting unit squares: like
2+2+2=6 3+3=6 3x2=6 2x3=6 2x3=6
• Students identify and use the terms “factor” and “product” like
in 2 x 3 = 6, 2 and 3 are factors and 6 is the product
• Students revise division by using repeated subtraction and by
dividing an even quantity into 2 equal parts
• Students use the number line to assist understanding
Assessment Techniques
• Give exercises on
multiplication of numbers
up to 20 as home work
and check the work.
• Give exercises on
division up to 20 like
18 ÷ 2 = 9
• Students express the
terms for multiplication
in a sum
0
1
2
3
4
5
6
6÷2=3
• In groups students solve problems of multiplication and
division by 2 and 10
• multiply whole numbers
by 0 and 1
• divide whole numbers
by 1
2.2 Multiplication by 0 and
1 and division by1
(22 periods)
• Students discuss multiplication by 0 and 1 and conclude with
help that any number multiplied by 0 is still 0 while multiplied
by 1 or divided remains the same
• count in 3s, 4s, 5s, 6s, 7s,
8s and 9 up to 100
• multiply up to product
100 1-digit number by 1digit number
• list multiplies of 3, 4, 5, 6,
7, 8 and 9
2.3 Multiplication and
division by 3, 4, 5, 6, 7, 8
and 9 (8 periods)
• Show multiplication by 3 using a rectangle of unit squares
Eg.
5
3 × 5 = 15
5
5
• Students write and read aloud the multiplication table of 3, 4,
5, 6, 7, 8 and 9
Ask students to multiply
numbers by 3, 4, 5 and give
their result both orally and
in writing while observing
them
• Ask students to multiply
numbers by 6, 7, 8, 9
(orally and in writing)
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Mathematics: Grade 2
•
•
•
•
Competencies
solve simple word
problems in
multiplication of 1digit
number by 1-digit
number.
divide numbers up to 100
by 3, 4, 5, 6, 7, 8 and 9
with no remainders
use the relation between
multiplication and
division for all 1-digit
numbers
solve word problems in
division by 1- digit
numbers
Contents
•
•
•
•
•
•
•
•
Teaching and learning activities and resources
Students complete missing multiples of 3, 4, 5, 6, 7, 8 and 9
like complete multiples of 3 in 21, 24, ……, 30, 33 and 18,
15, … ,9
Students count aloud in 3, 4s, 5s, 6, 7, 8 and 9s to 100
Students solve word problems multiplication like “Last week,
a clinic registered 14 HIV cases. This week the number
increased five times. How many HIV cases are registered this
week?”
Students practice sharing in pairs and groups eg. share 4
pencils equally among 2 children.
Use an abacus to demonstrate division as repeated subtraction
Students divide numbers up to 100 by 3, 4, 5, 6, 7, 8, and 9 no
remainder
Students practice sharing in pairs and groups like share 12
sweets equally among 2 children.
Students solve problems in division using the relation between
multiplication and division. like Mamo's mother saved a
quarter of her monthly salary. This month she saved 9 Birr.
What was her monthly salary?
Assessment Techniques
• Ask students to solve
division sums by 3, 4, 5,
6, 7, 8 and 9
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Mathematics: Grade 2
Unit 3: Measurement (10 periods)
Unit outcomes: Students will be able to:
• use the ones centimeter and meter in length
• add and subtract the same unit if length
• use the unit liter in capacity
• add and subtract liters
• use the unit kilogram in weight
• add and subtract kilograms.
Competencies
Contents
Teaching and learning activities and resources
Assessment Techniques
• Students discuss the need to measure length using standard
ones
• Students measure lengths of different objects like. pencils or
sticks, using a centimetre ruler
• Students discuss measuring longer lengths
• Students measure longer lengths, like the class room walls,
the playground, using a metre rule
• Students using a cm ruler and a metre rule discover the
relation between them and use their symbols
• ask students to measure
length of their desk using
a centimetre ruler
• Ask students in groups to
measure length and
breadth of the playground
using a metrre rule
Students will be able to:
• measure length using a
centimeter ruler
• measure using a meter
rule
• identify the symbols cm
and m
• explain and show the
relation between cm
and m
3. Measurement
3.1 Length in cm and m
(2 periods)
• add length using the
same unit of length
• subtract length using
same unit
3.2 Addition and
subtraction of cm or m
(2 periods)
• Students using the rules add and subtract lengths in either
cm or in m
• Give students word
problems on addition
and subtraction of length
using either cm or m
• measure capacity in litres
• compare capacity using
litres
3.3 Capacity in litres
(1 periods)
• Let students to bring to school any litre bottles they can find
• Students in pairs do exercises measuring the amount of
water using different containers use. like how many litres
will fill a pail?
• Ask students in groups to
measure using a litre
bottle the capacity of
large containers like a
pail
• add capacity in litres
• subtract capacity in litres
3.4 Addition and
subtraction in litres
(2 periods)
• Students solve problems on capacity using addition and
subtraction of litres
• Ask students to solve
problems on capacity
using addition and
subtraction of litres
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Mathematics: Grade 2
Competencies
Contents
Teaching and learning activities and resources
Competencies
• measure weight in
kilograms
• compare weight in
kilogram
3.5 Weight in kilograms
(1 periods)
• Bring to school some items which give weight in kilograms
like packets of rice or flour and show them to the students
• Students measure weight of common items in kilograms
using simple scales
• students in pairs estimate weight of items like large stones
and check using the scales
• Ask students it weigh
each other to the nearest
kilogram using scales
• Ask students to compare
the weight of certain
objects like stones
• add weight in kilograms
• subtract weight in
kilograms
3.6 Addition and
subtraction of kilograms
(2 periods)
• Students weigh two items using kilogram scales and then
add their weights together.
• Students solve problems on subtraction of weights of items
in kilograms
• Ask students to solve
problems on addition of
kilograms
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Mathematics: Grade 2
Unit 4: Introduction to fractions (6 periods)
Unit outcomes: Students will be able to:
• identify halves and quarters
• divide objects into thirds
• show understanding of the relation between whole and halves, quarters and thirds
• write symbolic form of fractions for halves, quarters and thirds.
Competencies
Students will be able to:
• draw and show halves of
concrete objects
• draw and show quarters of
concrete objects
• show the relation between
halves and quarters using
drawing
• add halves and quarters
using drawing
Contents
4 Introduction to fractions
4.1 Revision of halves and
quarters (2 periods)
• draw and show thirds of
objects
• identify the relation
between wholes and halves,
quarters and thirds
• write the symbols for half,
quarters and thirds
Teaching and learning activities and resources
Assessment Techniques
• Using oranges or similar objects Students cut halves
and quarters
• Students draw pictures showing halves and quarters
and three quarters
• Students in pairs discuss and report how many
quarters are in a whole and in a half.
• Using drawing students add a half and a quarter
• Ask students to draw and
shade in one quarter of a
circle and then three
quarters of a circle
• Ask students how many
quarters are in a half and
in three halves
4.2 Thirds (2 periods)
• Students draw to show one third and two thirds of a
piece of paper
• Ask students to draw
divide a circle into thirds
• Ask students to show two
thirds of a piece of paper
4.3 Wholes and fractions
(2 periods)
The symbols ½, ¼, ¾ , 1/3, and
2/3
• Students use drawing of halves to show there are 2
halves in a whole
• Students divide a piece of paper into quarters and
show there are 4 quarters in a whole
• Students write the symbols for a half, a quarter, three
quarters, a third and two thirds.
• Students recognize the symbols ½, ¼, ¾, 1/3 and 2/3
• Ask students how many
thirds are in a whole
• In class ask some
students to come to the
board and write the
symbols for a half, a
quarters, three quarters,
one third and two thirds.
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Mathematics: Grade 2
Unit 5: Whole numbers up to 1000 (12 periods)
Unit outcomes: Students will be able to:
• determine multiples of 100 which are less than 1000.
• read, write the whole numbers form 101 to 1000
• describe the place value of numbers up to 1000
• compare and order whole numbers up to 1000, using the symbols "<",">" and."="
Competencies
Students will be able to:
• list multiples of 100 up to
1000
• decompose multiples of
100 into addends.
• count, read and write
multiples of 1000
• add a one digit number to
multiples of 100
• decompose a three digit
number into multiples of
100 and a one digit
number.
• write numbers up to
1000 in place value
system.
Contents
Teaching and learning activities and resources
Assessment Techniques
• Students multiply the whole numbers 1 to 10 by 100 to
obtain the multiple of 100 up to 1000.
• Students list multiples of 100 and indicate them on the
number line.
• Students decompose multiples of 100 through examples
like 400 = 300 + 100
• Students practise reading and counting aloud multiples
of 100
• Students practice adding one digit numbers to different
multiples of 100.
• Ask students to list some
multiples of 100 orally
• Ask students to decompose
some multiples of 100.
• Ask students to add one
digit students to read
multiples numbers to the
multiples of 100 less than
1000 in writing.
5.2 The whole numbers
101-1000 (4 periods)
• Students decompose a three digit number in to multiples
of 100 and a one-digit number.\
like 405 = 400+5
• Ask students to
decompose some three
digit numbers into
multiples of 100 and ones
5.3 Place value (2 periods)
• Discuss the concept of place value through examples
and allow Students to practice on three digit numbers.
5. Whole numbers up to
1000
5.1 Multiples of 100.
(4 periods)
• Assist students to describe
place values of 3- digit
numbers
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Mathematics: Grade 2
Competencies
• represent numbers up to
1000 on the number line.
• determine the number
before and the number
after a given number up
to 1000.
• determine numbers
between two given
numbers
• compare two numbers
using the symbols ">",
"<" and "=".
Contents
5.4 The order of whole
numbers up to 1000
(2 periods)
Teaching and learning activities and resources
• Students represent whole numbers on the number line
• Students write down the successor and predecessor of
whole numbers.
• Students determine the numbers between two given
whole numbers.
• Students compare two given numbers up to 1000 using
the symbols "<", ">" and "=".
Assessment Techniques
• Ask students to represent
numbers up to 1000 on
number ray.
• Ask students to give
predecessor and successor
of numbers
• Give students a pair of
numbers which are not
successive and let them
determine the numbers
between them as well as
compare them using "<",
">" and "=".
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Mathematics: Grade 2
Unit 6: Points, lines and shapes (14 periods)
Unit outcomes: Students will be able to:
• draw lines using a ruler
• draw squares, rectangles, triangles and circles
• identify shapes in the environment.
Competencies
Contents
Teaching and learning activities and resources
Assessment Techniques
Students will be able to:
• draw lines of given length
using a ruler
• name lines
• draw intersecting lines and
name their point of
intersection
• mark points above, below
and on a given line
• draw lines through a given
point using ruler
• draw a rectangle using a
ruler and name it
• draw a square of given
side length using a ruler
and name it
• draw a triangle using a
ruler and name it
• draw a circle using a
round object
6. Points, lines and shapes
6.1 Drawing lines using a
ruler (5 periods)
6.2 Rectangles, squares,
triangles and circles
(7 periods)
• Students in pairs show rectangles, squares and triangles
by holding a closed string or rope with their fingers
• Students practice drawing rectangles, squares and
triangles using a ruler
• In pairs Students match pictures of everyday objects to
rectangles, squares and triangles
• Using a coin or other round object Students practice
drawing circles
• Ask students to draw a
rectangle
• Ask students to describe a
drawing of rectangles,
squares triangles to their
neighbour and their
neighbour to draw it.
• recognize rectangles,
squares, triangles and
circles in the environment
6.3 Shapes in the
environment
(2 periods)
• Students in groups count how many rectangles, squares,
triangles and circles they can find in the classroom
and/or the playground
• Ask students to recognize
shapes in their home
• Students draw straight lines of given lengths using a
straight edge or ruler
• Students denote points and lines by capital letters
• Students draw intersecting lines and name their point
of intersection.
• Students mark points above, below and on a given line
• Ask students to draw lines
of given length using ruler
and check their work.
• Ask students to draw
intersecting lines and
name the point of
intersection
• Students draw lines through a given point using ruler
and name it.
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Mathematics: Grade 2
Unit 7: Money (4 periods)
Unit outcomes: Students will be able to:
• add and subtract money using Ethiopian currency
• do role play of shopping using Ethiopian currency.
Competencies
Contents
Students will be able to:
• add Ethiopian currency
• subtract Ethiopian currency
7. Money
7.1 Addition and subtraction
of money (2 periods)
• use Ethiopian currency for
shopping
7.2 Shopping (2 periods)
Teaching and learning activities and resources
Assessment Techniques
• Using pictures of coins and notes students add
Ethiopian currency
• Using pictures of coins and notes students subtract
Ethiopian currency
• Ask students to recognize
pictures of some Ethiopian
coins and notes
• Students use model money to shop using role play
• Ask students to show a
role play of buyer and
seller
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Mathematics: Grade 2
Unit 8: Time (4 periods)
Unit outcomes: Students will be able to:
• tell the time in hours, half hours and quarter hours using an analogue and a digital clock
• describe the relation between hours and minutes.
Competencies
Contents
Students will be able to:
• read an analogue clock in
hours, half hours and
quarter hours
• read a digital clock in
hours, half hours and
quarter hours
8. Time
8.1 Telling the time in half
and quarter hours
(2 periods)
• explain the relation
between hours and
minutes
8.2 Hours and minutes
(2 periods)
Teaching and learning activities and resources
Assessment Techniques
• Students draw pictures of analogue clocks showing
different times in hours, half hours and quarter hours
• Students read the time on digital clocks showing
different times in hours, half hours and quarter hours
• Ask students to match
pictures of analogous and
digital clocks showing
time in hours, half hours
and quarter hours
• Using an analogue clock with a minute hand students
discover the relation between hours and minutes
• Ask students how many
minutes are in an hour
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Mathematics: Grade 2
Unit 9: Data handling and patterns (6 periods)
Unit outcomes: Students will be able to:
• Collect simple data
• Tabulate this data
• Complete and compile simple patterns of shapes and numbers.
Competencies
Students will be able to:
• Collect simple data
• Tabulate collected data
• Complete patterns of
shape and numbers
• Make up patterns of
shapes or numbers
Contents
9. Data handling and
pattern
9.1 Collection of simple
data (2 periods)
9.2 A table of simple data
(2 periods)
9.3 Simple patterns of
numbers and shapes
(2 periods)
Teaching and learning activities and resources
Assessment Techniques
Using appropriate questions students collect data from their
classmates like ‘What is your favourite drink?’
• Students make a table showing this data clearly
• Students complete simple patterns like
• Students collect some
simple data in class
and/or at home
• Students make a table of
any data they have
collected
... ... ... …
... ... ... … …
1, 3, 5, ..., ..., ...
• Ask students to complete
patterns of shapes and
numbers
• In pairs Students make up their own patterns and ask their
neighbour to complete them
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